Moocs under the microscope
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This document discusses the development, delivery, and direction of Massive Open Online Courses (MOOCs) in health sciences at the University of Birmingham. It provides enrollment numbers for existing MOOCs on topics like dental photography, Shakespeare, and brain health. It then outlines the key aspects of developing a MOOC, including design and development, delivery and data collection, and providing direction and driving participation. The remainder of the document discusses potential discussion topics for a workshop on creating a new MOOC, such as what makes good MOOC material, defining roles and responsibilities, and addressing challenges.
Moocs under the microscope
- 1. Development, delivery and direction of MOOCs in the Health Sciences at the University of Birmingham M O O C s Andy Wright Distance learning developer & MOOC lead College of Medical and Dental Sciences University of Birmingham
- 2. Course Joiners (approx) Learners (approx) Fully participating Learners (approx) Dental Photography 2000 1000 25% Shakespeare’s Hamlet 7000 5000 35% Good brain, bad brain: basics 11500 7000 36.9% Good brain, bad brain: Parkinson’s 6000 2500 44.8% Good brain, bad brain: Drug Origins 6000 2,500 48.1% Dental Photography (run 2) 2000 1000 13.8% Good brain, bad brain: basics (run 2) 9000 4500 34.3% Liver disease (open for enrolment) 4000 N/A N/A
- 3. Let’s make a MOOC! http://commons.wikimedia.org/wiki/File%3AMad_scientist_transparent_background.svg
- 4. Design & Development Delivery & Data Direction & Drive
- 5. Small groups – creation of topic ‘posters’ ◦ Can be key words, bullet points, mind map, pictures – whatever you want! ‘Poster’ presentations ◦ Stick your poster on the wall ◦ Pick a spokesperson (or volunteer?) Whole group – discussion and summary
- 6. There are no stupid questions There are no right or wrong answers Feel free to interrupt me! Feel free to tweet
- 7. You could consider: What makes ‘good’ MOOC material? Who does what? And when? What challenges might we face?
- 8. You could consider: Teacher -> Hands on or hands off? What do we want to know? How much should we experiment?
- 9. You could consider: How is it ‘good’ for students? How is it ‘good’ for the University? How is it ‘good’ for society?